Complete Guidelines For Mentoring

YELLOWBRICK TRAINING AND CONSULTING
Designing and implementing a mentoring or coaching program

for your organization.
TheCompleteGuide
toMentoringand
Coaching
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YELLOWBRICK TRAINING AND CONSULTING
The Complete Guide to

Mentoring and Coaching
J Leslie McKeown
21 Marinero Circle Suite 102
Phone 1-800.446.9706 Fax 1-253.736.0328
Yellowbrick@mentoring-programs.com
The Complete Guide to

Mentoring and Coaching
Welcome to the Complete Guide to Mentoring. Please ensure you have read the
introductory manual, Start Here! before beginning this workbook. If you
cannot find your copy of Start Here!, call us on 1-800 446 9706 for
another copy.
CONTENTS START HERE
How to use The Complete Guide to Mentoring

Mentoring program design manual
CONTENTS WORKBOOK 1
An overview of mentoring and coaching

Setting objectives
Identifying protgs
CONTENTS WORKBOOK 2
Identifying mentors
Rules of engagement
Reviewing and assessing the program
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Chapter
An overview of mentoring and

coaching
Before starting to design an effective mentoring program, its important to have an
overview of the whole process.
CONTENTS
Overview 03
What is mentoring? 04
Exercise 1 Exploring pre-conceptions 08
Lets start with the person being mentored 11
Exercise 2 An initial look at protgs 14
What is a mentor? 19
What is the difference between mentoring and
managing? 22
Exercise 3 An initial look at mentors 24
How does a mentor differ from a coach? 29
Checklist A Mentoring or coaching? 31

Exercise 4 Mentoring or coaching? 35
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Checklist B Separating mentoring and managing. 40

What is a Buddy program? 42
Checklist C Do you need a buddy program? 44
What is the role of a Program Co-ordinator? 46

What is a steering committee, and should you
have one? 47
Checklist D Do you need a steering committee? 51
Other stakeholders 53
Exercise 5 Identifying stakeholders. 54
Yellowbrick www.mentoring-programs.com
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Overview of Chapter 1
espite being a part of the business scene for many

decades, there is no commonly agreed vocabulary or set
of definitions surrounding mentoring.
owever it is not important that your organization adheres

to any particular external set of definitions, but it is vital
that there is internal agreement on the meaning of key
roles and functions in your mentoring program.
his chapter of the workbook examines in turn each of the

key roles involved in a mentoring program. By
completing simple exercises you will first clarify your
expectations from each role, and then produce a definition of each
role and function in your mentoring program.
inally, after combining your definitions of each of the key

roles and functions in your mentoring program, you will
have an overview of exactly what mentoring means for
your organization.
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What is mentoring?
Historical Background
In Greek mythology, Mentor was the half-human, half-god

entrusted by Odysseus with the teaching and upbringing of his
son Telemachus while he was absent on his many travels.
Trustworthy, credible, but unreachable, Mentor soon became
the epitome of wise counsel and sage instruction.
Some form of mentoring has always taken place in the business
environment, however informally. The friendly discussion over
coffee, a few well-chosen words in the rest-room after a hasty
outburst, and the quiet hand-written note, congratulating a
colleague on a well-handled difficulty, have always played their
part in the development of outstanding business people
For decades many world-class companies (some famous, like
GE, most unheard-of outside of their own communities) have
had more formalized mentoring relationships, with nominated
individuals taking an involvement in the development of
others.
Mentoring, the leadership debate and resulting
confusion
Recently (over the last 10 years or so), the business community

has become obsessed with the concept of leadership what it
means, how its practiced, how to be better at it. Included in that
obsessive analysis is a growing fascination with the topic of
mentoring.
There are many reasons for this the fascination of somehow
duplicating success (mentoring as cloning), a fascination with
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successful people and their habits (mentoring as lifestyle), and the

fascination of management as a science (mentoring as an
experiment). These fascinations have led to an outpouring of
theories, programs, books, workshops, workbooks, and
literature about mentoring, some good, and some, well, some
less than useful.
There has been an accompanying rapid growth in the number of
organizations using mentoring as a managerial, cultural or
development tool. As many of these companies implemented
self-designed mentoring programs, this in turn resulted in
confusion over many of the terms and phrases used in association
with mentoring (not least the very definition of mentoring itself).
The importance of definitions and vocabulary
So, although the art and science of mentoring has been

developing over many centuries (or perhaps because of it), there
is no formally agreed vocabulary of mentoring.
For example,
The terms
mentoring and coaching are
sometimes used
interchangeably, and at other
times great distinctions are
made between the two.
Many individuals and organizations have tried to produce a

generally acceptable glossary of mentoring terms and their
meanings, with limited success. A good example of this is the
varying definitions of mentoring and coaching produced by
different professional bodies, which have frequently
contradicted each other.
This lack of formalized definitions is reflected in the current
literature. Almost every book on leadership (of which there are
hundreds, if not thousands) contains at least a passing reference
to mentoring. Almost every book defines mentoring differently
is it passive?, active?, interventionist?, inwardly directed?, jobrelated?
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Lack of definition breeds confusion

All of this means you can be certain that
right now, your colleagues each have a
different concept of what is meant by
mentoring, and what a mentoring
program might be. It is therefore of
fundamental importance that you clearly
define and agree your terms before
introducing your mentoring program.
It is thankfully not important that you

harmonize your definitions of the roles and
functions in your mentoring program with
any particular external vocabulary.
So long as you and everyone else in your

organization agree on what is meant by
phrases like a mentor, mentoring, and
coaching, that is all that matters.
In this chapter we will go through each of the major component

elements of your mentoring program, looking at the different
ways in which they can be defined, and giving you the tools to
define each element specifically for your program.
External Benchmarking
Of course, in reaching internal agreement on definitions, it will be useful

for you to you to know what other organizations are using as definitions.
This knowledge will also help you benchmark with your peers in other
organizations and share experiences with them. As you work through this
chapter, you will have an opportunity to compare your own definitions
with others.
Defining terms for your mentoring program
Mentoring is all about people the people who do the

mentoring, the people who are being mentored, and the people
who are impacted by the mentoring relationship.
We are going to define the roles and functions in your
mentoring program primarily in terms of what people do.
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Designing an
effective mentoring
program really means
putting in place the culture,
resources and structure
necessary for two or more
people to develop an effective
relationship which will
positively effect the
development of at least one
of them.
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The first step in designing your mentoring program is to get a

clear understanding of who the people are that will be
involved, and what is expected of them. The rest of this chapter
will introduce you to the major categories of individuals
involved in a mentoring program, and give you the opportunity
to define for yourself, the role they will play in your mentoring
program.
At the end of this chapter, by combining the individual role
and function definitions arrived at, you will have constructed
an overview of mentoring which is appropriate for your
organization.
Now do the following:
1.
Complete Exercise 1 overleaf.
2.
Then read through the whole of the rest of this chapter,

looking at each of the terms you need to define, and the
options available to you.
3.
Go back and revisit each section, one at a time,

completing the individual exercises. These are designed to
help you form a working definition for each role or
function that best fits your organizations needs.
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P R E - C O N C E P T I O N S
We all have pre-conceptions - some positive, some negative, some accurate, some
inaccurate. Pre-conceptions are neither good nor bad in themselves what is
important is that you are aware of them and take them into account in
completing this workbook. This is a 10 15 minute exercise, spending 2 3
minutes on each of the five questions.
This exercise gives you the opportunity to explore your own

pre-conceptions regarding mentoring before you start to examine
its role in your organization.
By being aware of your own preconceptions you will be able to more
accurately interpret the information in this
chapter, and better understand why you
may accept or reject some of the options open to you.
There are no right or wrong responses to

the questions in this exercise.
Use the spaces provided to complete your responses for review

later.
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In 60 words or less, answer the following questions

dont try to come up with formal definitions,
write your own thoughts in plain English with as
little editorializing as possible:
Use the space
for your responses, so you
can review them later
Q1 - How do you define mentoring?
Q2 - In business, who or what is a mentor?
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Q3 - How is a mentor different from a manager or

supervisor, if at all?
Q4 - In business, who or what is a coach?
Q5 - List out all the people (individuals or groups)

who have a stake in the success of your
organizations mentoring program:
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Lets start with the person who is being mentored

As was said earlier (and will be repeated many times more), the
essence of mentoring is a relationship between people. At the
center of that relationship is the individual being mentored.
All too often mentoring focuses on the mentor what do they
do, how do they do it, where do we find them (and rightly so
its hard to have a mentoring program without mentors!).
However this overlooks one main issue that the main point of
mentoring is to help the person who is being mentored.
This Chapter starts by concentrating on that person who they
are and what they do.
What is this person to be called?
But first, lets deal with the trickiest issue regarding the person
being mentored what are you going to call them?
The main alternatives currently in use are:
Mentee
Mentoree
Protg
None of which are frankly very thrilling (or descriptive).
Other options
Other options include learner, follower, student, apprentice, to name a
few These are usually used in specific environments such as schools
or trade and professional organizations. The three listed above
(mentee, mentoree and protg) are the most commonly used terms
in commercial organizations.
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In this workbook we will use the word protg to describe the

person who is being mentored, however :
You can make
up your own phrase
if you wish. One company I

know calls the people being
mentored Explorers.
you can use whichever phrase seems appropriate for you,

but make sure whichever phrase you choose is used
consistently.
What does a protg do?
do
Well look later at how to find protgs in your organization (in

Chapter 3 Identifying protgs), and at what is expected of a
protg in the day-to-day activity of the mentoring relationship (in
Chapter 5 - Rules of Engagement.)
For the moment, lets summarize by saying that an ideal protg
is someone who:
1.
actively seeks personal and career development;
2.
wants to have a mentor;
3.
is teachable - listening and reflective; and
4.
is committed to action in response to what they have learnt.
These four characteristics are the minimum requirements for a

protg to play his or her role in a mentoring relationship. Note
that they say nothing of intelligence or capability levels.
Mentoring is not about brilliance on the protgs part, it is about
development, and everyone can develop.
Notice also that these characteristics are not indicative of the
relative seniority of the mentor and the protg. Using only
the characteristics listed above, it would not be possible to tell if
the protg was the junior, or co-equal of the mentor within a
corporate structure. Mentoring is not necessarily about seniority
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either development is often assisted by peers, as well as those in

a more senior position.
Other characteristics which have been used by mentors in
describing their ideal protg are that they:
5.
are passionate about fulfilling their promise as individuals,

both within and outside the organization;
6.
are diligent in acquiring knowledge and skills;
7.
seek to uphold the ethos and standards of their chosen

employment, trade or profession.
Active or passive?
The protgs on your mentoring program can be active or

passive in the mentoring relationship. That is to say they may
respond to the mentors urging and prodding, or they may
themselves set the pace and push the mentor for results.
In debriefing successful mentoring relationships, mentors often
comment positively regarding protgs who having taken the
initiative in the relationship by establishing schedules, dates and
developmental milestones.
The protgs personal attitude is the main contributing factor
in establishing whether or not the protg is active or passive in
the mentoring relationship.
This will be
covered in more detail in

Chapter 2 Setting
Objectives
However, organizational culture also plays a role, and you

should at least consider whether or not you anticipate the
protg being active or passive in the mentoring relationship.
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Describing protgs tends not to be as precise an exercise as describing mentors.

This exercise should help you produce a tentative definition in around 15 minutes
Successful mentoring programs require the selection of

successful protgs.
In Chapter 2 youll find out how to set hard-edged criteria to
identify high-caliber protgs in your organization who meet
the objectives of your mentoring program.
In this Exercise you will arrive at a description of the softer side
- what you expect from your protgs.
As in the earlier Exercises, dont worry if

your responses to the questions feel a little
provisional (they should be at this stage)
youll review them in later Exercises.
MPDM 2.3
Q1 What will you call those on

your mentoring program who will
be mentored?
c - Mentorees c - Mentees c - Protgs

c - Other (Detail):
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Q2 Do you foresee the protg role as being

ACTIVE (for example, pressing the mentor for
assistance, setting milestones, agreeing
schedules), or PASSIVE (following the lead of the
mentor, watching and learning)?
c - Active
c - Passive
Q3 Score the role of protg in your

organization as active or passive on the line below:
(0 = wholly passive, 10 = wholly active)
0 _____________________________________10
Q4 List three reasons you chose to describe the
protg role as you did in Qs 2 and 3:
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Q5 - From the list below, circle 5 words that most

describe what your organization wants in a
protg:
reflective
clever
teachable
learner
authoritative
involved
patient
passionate
dispassionate
independent
critical
inexperienced
unqualified junior
committed
enthusiastic
new
growing
competitive
challenging
beginning
loyal
effective
questioning
judgmental
upright
younger
communicative
knowledgeable
curious
listening
brave
aspirational
action-oriented
promising
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Q6 From the list Q5, strike out 5 words that are

not appropriate in describing what your
organization wants from a protg.
Q7 Review the words not circled or struck out
mark them as o optional, or i irrelevant.
Q8 Using the results of your work in Questions 1
7, write a tentative description of a protg for
your organization (use the page following):
Example 1
Active /Passive
Five
positives
Five
negatives
Active
/Passive
Five
positives
Five
negatives
An effective protg is expected to take the lead in the mentoring

relationship, and to ensure the mentor positively affects his or her
development.
Effective protgs are teachable, involved and passionate about their
development. They show independence of spirit and curiosity toward all
aspects of the business.
Inexperience, youthfulness, lack of qualifications or managerial status, or length of
time with the organization, do not automatically qualify anyone for
participation as a protg.
Example 2
An effective protg is expected to support and respond to

all steps taken by the mentor to positively affect his or her development.
Preference will be given to the younger, less experienced, junior employees,
particularly those who are knowledgeable but without formal qualification.
Please note that this program is open to all it is not reserved solely for
the clever, brave, action-oriented, competitive and independent spirits amongst you!
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Your tentative definition of a protg:
Tip:
cant find the words

you want in the list? Want
to add your own
descriptors? Go right
ahead!
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What is a Mentor?
In the business environment, the role of the mentor has
changed over the last five to ten years.
Until about ten years ago, a mentor was almost universally seen
as an older, senior person who would take someone more junior
under their wing, helping the protg in whatever manner
seemed right to them at the time. There was a sense of quirkiness,
capriciousness, about what mentors did.
It was almost as if the decision to act as a mentor was so
idealistic, so good-hearted that no-one had any right to question
the mentor about how he (it was almost always he) did it, let
alone expect anything structured or accountable to spring from it.
You were lucky to be mentored at all, and that meant putting up
with strange habits, or unfulfillable expectations, and being
thankful.
Nowadays, mentoring is a much more accepted part of general
business practice, and as with any practice that gets assimilated
into the mainstream, mentoring is as a result less mysterious, and
more accessible.
Mentors are
much more accountable than
previously
With that fading of mystique has come a greater clarification of

what is expected from a mentor, what works and what doesnt,
and how the mentoring relationship should be structured for
optimum results. (Thats not to say that the mentors are now all
good and were in the past all bad. I was fortunate very
fortunate - to be mentored by some of the old school, and
while the experience was often what would now be described as
eccentric, I learnt much that shaped me and made me who I
am today.)
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Today, the role of the mentor is less powerrelated. Less about

seniority and teaching, and more about sharing and development.
In its purist sense, mentoring is about supporting and developing the
all-round growth of the protege, not just making them better at
their job. (More of that later - see Coaching in the following
sections).
Here are some statements used by organizations to describe
what they are looking for in a mentor:
A mentor is someone who supports another individual, and is concerned

with their growth. A mentor is concerned for the individual as a person,
not just as an employee. A mentor is concerned for their protgs
development as a whole, and not just in the job they do.
A mentor has an independent relationship with their protg, not one

based on authority or power. They will listen, question, and only then
advise. Their advice will be given without judgement or criticism of the
other as an individual.
A mentor is above all person-focussed. A mentor will have no stake in

the relationship, other than wanting to see the development of the
individual, and will start with a bias in the protgs favor.
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Chapter
Setting Objectives
Successful mentoring programs are those that have clear, measurable objectives.
Setting the objectives of your mentoring program will help you design the right
structure, involve the right people, and measure the right outputs.
CONTENTS
Overview 04
The mentoring model reprise 05
Why does your organization want a mentoring
program? 06
Exercise 6 What are the issues you face? 07
Primary Functions introduced 11
Exercise 7 Identifying your programs Primary Function 14
Using Primary Functions to design your

mentoring program 18
Recruitment 20
Exercise 8 Setting objectives for a recruitment-based program 21
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Retention 26
Exercise 9 Setting objectives for a retention-based program 29
Learning curve 32
Exercise 10 Setting objectives for a learning curve-based program 33
Dealing with major organizational change 36
Exercise 11 Setting objectives for a change-based program 38
Bridging competency gaps 41
Exercise 12 Setting objectives for a competency-based program 42
Converting training to results 45
Exercise 13 Setting objectives for a training to results-based program

47
To encourage personal individual growth 50
Exercise 14 Setting objectives for an individual growth-based program

51
To facilitate internal hiring and transfers 54
Exercise 15 Setting objectives for an internal hiring-based program 55
To accelerate the development of high

performers 58
Exercise 16 Setting objectives for a high performer-based program 60
To increase the representation of minority

interests 63
Exercise 17 Setting objectives for a diversity-based program 64
To help low performers improve 67
Exercise 18 Setting objectives for a low-performer-based program 68
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The development of management 71
Exercise 19 Setting objectives for a management development-based

program 72
To provide succession and for the

development of emerging leaders 75
Exercise 20 Setting objectives for a succession-based program 76
For new hires 79
Exercise 21 Setting objectives for a new hire-based program 80
To help re-vitalize mid-career executives 83
Exercise 22 Setting objectives for a mid-career-based program 84
To assist employees obtain formal

qualifications 87
Exercise 23 Setting objectives for a qualifications-based program 88
Your customized primary function 91
Exercise 24 Setting objectives for a customized program 92
Summarizing your mentoring programs primary

functions 95
Checklist E: One program or many? 97
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uccessful mentoring programs are those which have clear,

measurable objectives. Setting clear objectives starts with
understanding the issues your mentoring program must
address.
his chapter begins by looking at the issues you want to

resolve through your mentoring program, in order to
decide your programs Primary Function
y looking at your programs Primary Function, the

program design process is simplified, and program
objectives can be established
A
F
fter defining objectives for your program, you can set

measurement criteria to gauge the success of your
mentoring program in meeting those objectives.
inally, having set objectives and measurement criteria, the impact

of these on the various stakeholders can be considered.
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Chapter
Identifying protgs
At the heart of your mentoring program is a relationship between two people.
Identifying the right individuals is crucial to a mentoring programs success. This
chapter begins the process by looking at how to select the first participant the
protg.
CONTENTS
Overview 03
Introduction 05
Identifying protgs 06
Step 1 - Establish protg selection criteria 07
Exercise 25 Establishing protg selection criteria 10
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Step 2 Decide if your program should be

exclusive or inclusive 28
Checklist F An inclusive or exclusive mentoring program? 29
Step 3 Decide if your program should be

mandatory or optional 38
Checklist G Protg participation mandatory or optional? 39

Exercise 26 Finalizing the protg selection process 40
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electing appropriate protgs to participate on your

mentoring program is crucial to the success of the program.
Clarity in selection procedures is similarly vital to avoid
misunderstanding or confusion not making the selection
process open and transparent can lead to de-motivation among
the employees.
S
1
2
Establish selection criteria, based on your program

objectives,
Decide if the mentoring program is to be mandatory

(everyone who is eligible must take part) or optional (the
protgs decide if they wish to take part).
electing protgs for your mentoring program is a

straightforward three-step process: -
Decide if the mentoring program to be inclusive

(everyone within the selection criteria can be a protg) or
exclusive (participation on the program is competitive),
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Chapter
Identifying mentors
Now that you know your overall program objectives and have identified the
protgs, you can start the process of identifying appropriate mentors.
CONTENTS
Overview 02
Introduction 04
Exercise 27 - Recalling the mentor definition 06
Step 1 Review the mentor attributes in light of

the program objectives & the protg profile 07
Exercise 28 - Finalizing your mentor definition 12
Step 2 Decide how to source the mentors 64

Checklist H - Recognizing informal mentors 65
Checklist I - Self-selection checklist 69

Exercise 29 - Finalizing the mentor selection process 75
Step 3 Review the mentor selection 96
Exercise 30 - Reviewing the mentor selection process 98
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aving set the overall program objectives (Chapter 2)

and established the protgs selection criteria,
(Chapter 3) we are now in a position to identify
appropriate mentors.
y comparing your original mentor definition (arrived at

in Chapter 1) with the program objectives and the
protg selection criteria, you will be able to finalize
your mentor description. .
hen begins the process of selecting the mentors who

match the mentor description. Mentors can be nominated
by themselves, their peers, the protgs, or senior
management.
inally the mentor nominations are reviewed by either the

program co-ordinator, the steering committee, by the
use of assessment instruments or by undertaking a pilot
program or probationary period.
Chapter 4 page 2
T H E
C O M P L E T E
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Rules of engagement
Now that we know who the mentors and the protgs are, its time for them to
get the relationship underway.
CONTENTS
Overview 03
Preparing the participants 05
Exercise 31 Briefing the participants an overview 06
Checklist J Briefing checklist for mentors 10
Checklist K Briefing Checklist for protgs 15
Exercise 32 Briefing the participants review 16
Matching the participants 20
Checklist L Who does the matching? 31
Checklist M How will you match the participants? 37
Checklist N Information required in mentor and protg submissions 42
Checklist O Checklist for meeting with mentors & protgs 49
Checklist P Sample scoring sheet for competency-based matching 53
Checklist Q On what basis is the matching to be done? 54
Exercise 33 Matching the participants an overview 56
Chapter
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Agreeing the protg development plan 63

Checklist R Sample protg development plan 75
Exercise 34 Drafting your Protg development plan 77
Managing the process 79
Exercise 35 Anticipating relationship management issues 81
Exercise 36 Anticipating and minimizing relational difficulties 97
Chapter 5 page 2
T H E
C O M P L E T E
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Introduction to Chapter 5
ou are now ready to produce the Rules of

Engagement which will establish how the mentoring
relationship will be conducted. This Chapter is in four parts:
PREPARING THE PARTICIPANTS:
efore the relationship begins before the protgs and

mentors are even matched its important to set overall
ground rules, which will help the expectation management
process for both parties.
MATCHING THE PARTICIPANTS:
he matching process itself can be handled in a number of

ways. Whichever matching process you choose will have
an impact on your programs subsequent success.
AGREEING THE PROTG DEVELOPMENT PLAN:
N
T
ow that the participants are talking, they can set specific

objectives for the mentoring relationship.
MANAGING THE PROCESS:
he mentors and protgs are matched, relationship

objectives have been set, and now the mentoring begins.
You may have a few relationship management issues at
this stage
Chapter 5 page 3
T H E
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Chapter
Reviewing and assessing the

mentoring program
All the hard work has been done now its time to measure the success of your
program.
CONTENTS
Overview 02
Introduction 04
Ending the mentoring program effectively 05
Exercise 37 Ending and continuing mentoring relationships 09
Assessing the effectiveness of the mentoring
program 11
Exercise 38 Protg assessment process 18
Checklist S Feedback on mentor effectiveness 22
Exercise 39 Obtaining feedback on the mentors 39
Exercise 40 Measuring the success of the mentoring program 62
T H E
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his chapter focuses on the endgame of your mentoring

program bringing the program to a successful
conclusion, and reviewing and assessing the success of the
program.
our mentoring program will by this stage have developed

a life of its own, and trying to tie it up neatly may not be
possible. Well examine your options in bringing closure
to the mentoring relationships.
fter youve dealt with the individual relationships

involved, you will want to review and assess the success of
the mentoring program. This involves looking at three
separate issues: The impact on the protgs, the effectiveness of
the mentors, and the impact of the program itself.
Requently, assessing the impact of individual programs

is a difficult and complicated process. Well see that if you
have followed the methodology in this workbook, most
of the work involved in assessing the program is already done.
Chapter 6 page 2

Complete Guidelines For Mentoring

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YELLOWBRICK TRAINING AND CONSULTING

Designing and implementing a mentoring or coaching program

YELLOWBRICK TRAINING AND CONSULTING

The Complete Guide to

The Complete Guide to

CONTENTS START HERE

How to use The Complete Guide to Mentoring

An overview of mentoring and coaching

An overview of mentoring and

Exercise 1 Exploring pre-conceptions 08

Lets start with the person being mentored 11

Exercise 2 An initial look at protgs 14

Exercise 3 An initial look at mentors 24

How does a mentor differ from a coach? 29

Checklist A Mentoring or coaching? 31

Checklist B Separating mentoring and managing. 40

Checklist C Do you need a buddy program? 44

What is the role of a Program Co-ordinator? 46

Checklist D Do you need a steering committee? 51

Exercise 5 Identifying stakeholders. 54

espite being a part of the business scene for many

owever it is not important that your organization adheres

his chapter of the workbook examines in turn each of the

inally, after combining your definitions of each of the key

In Greek mythology, Mentor was the half-human, half-god

Recently (over the last 10 years or so), the business community

successful people and their habits (mentoring as lifestyle), and the

So, although the art and science of mentoring has been

Many individuals and organizations have tried to produce a

Lack of definition breeds confusion

It is thankfully not important that you

So long as you and everyone else in your

In this chapter we will go through each of the major component

Of course, in reaching internal agreement on definitions, it will be useful

Defining terms for your mentoring program

Mentoring is all about people the people who do the

The first step in designing your mentoring program is to get a

Complete Exercise 1 overleaf.

Then read through the whole of the rest of this chapter,

Go back and revisit each section, one at a time,

This exercise gives you the opportunity to explore your own

There are no right or wrong responses to

Use the spaces provided to complete your responses for review

In 60 words or less, answer the following questions

Q1 - How do you define mentoring?

Q2 - In business, who or what is a mentor?

Q3 - How is a mentor different from a manager or

Q4 - In business, who or what is a coach?

Q5 - List out all the people (individuals or groups)

Lets start with the person who is being mentored

In this workbook we will use the word protg to describe the

if you wish. One company I

you can use whichever phrase seems appropriate for you,

Well look later at how to find protgs in your organization (in

actively seeks personal and career development;

wants to have a mentor;

is teachable - listening and reflective; and

is committed to action in response to what they have learnt.

These four characteristics are the minimum requirements for a

either development is often assisted by peers, as well as those in

are passionate about fulfilling their promise as individuals,

are diligent in acquiring knowledge and skills;

seek to uphold the ethos and standards of their chosen